<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1645-0086</journal-id>
<journal-title><![CDATA[Psicologia, Saúde & Doenças]]></journal-title>
<abbrev-journal-title><![CDATA[Psic., Saúde & Doenças]]></abbrev-journal-title>
<issn>1645-0086</issn>
<publisher>
<publisher-name><![CDATA[Sociedade Portuguesa de Psicologia da Saúde]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1645-00862023000300869</article-id>
<article-id pub-id-type="doi">10.15309/23psd240307</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Observatório de saúde psicológica e bem-estar: estudos de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Observatory of psychological health and well-being: case studies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Margarida Gaspar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A3"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Branquinho]]></surname>
<given-names><![CDATA[Cátia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Noronha]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Bárbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaspar]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Nuno Neto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Aventura Social/Instituto de Saúde Ambiental ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Universitário de Ciências Psicológicas, Sociais e da Vida  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Católica Portuguesa Faculdade e Ciências Humanas ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Lusófona  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Direção-Geral de Estatísticas da Educação e Ciência  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<fpage>869</fpage>
<lpage>880</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1645-00862023000300869&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1645-00862023000300869&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1645-00862023000300869&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Tendo por base o primeiro relatório do "Observatório Escolar: Monitorização e Ação - Saúde Psicológica e Bem-estar", este estudo teve como objetivo de aprofundar o impacto da pandemia e das medidas decorrentes dos resultados do primeiro estudo. Foram realizados 14 grupos focais online, com base na seleção de um agrupamento de escolas/ escola não agrupada por NUTS II [Nomenclatura das Unidades Territoriais para Fins Estatísticos] para o estudo qualitativo, e obteve-se um total de 77 participantes no estudo quantitativo. Os resultados revelam um declínio dos indicadores de saúde mental entre os alunos, sobretudo nos alunos mais velhos e do sexo feminino, e entre os professores. Com base nos resultados conclui-se uma necessidade premente de intervenções direcionadas e baseadas em evidências, que respondam aos desafios enfrentados pelo ecossistema escolar, nomeadamente: o reforço de parcerias entre a escola e a comunidade; a implementação de estratégias de intervenção precoce; o fomento das relações entre professores e alunos; a capacitação parental; a integração da aprendizagem socioemocional no currículo; a criação de ambientes de aprendizagem favoráveis e a manutenção de um sistema de monitorização a nível nacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on the first report of the "School Observatory: Monitoring and Action - Psychological Health and Well-being", this study aimed to deepen the impact of the pandemic and the actions resulting from the first study. Fourteen online focus groups were conducted, based on the selection of one school grouping/ungrouped school per NUTS II [Nomenclature of Territorial Units for Statistical Purposes] for the qualitative study, and a total of 77 participants were recruited for the quantitative study. The results show a decline in mental health indicators among students, especially older and female students, and among teachers. Based on the findings, we conclude that there is an urgent need for targeted, evidence-based interventions that respond to the challenges faced by the school ecosystem, namely: strengthening school-community partnerships; implementing early intervention strategies; fostering relationships between teachers and students; building parental capacity; integrating socio-emotional learning into the curriculum; creating conducive learning environments; and maintaining a monitoring system at the national level.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saúde psicológica]]></kwd>
<kwd lng="pt"><![CDATA[Bem-estar]]></kwd>
<kwd lng="pt"><![CDATA[Ambiente escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de intervenção]]></kwd>
<kwd lng="en"><![CDATA[Psychological health]]></kwd>
<kwd lng="en"><![CDATA[Well-being]]></kwd>
<kwd lng="en"><![CDATA[School environment]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Intervention strategies]]></kwd>
</kwd-group>
</article-meta>
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